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Title:Resource teachers: conceptions of teaching and learning of a group of A-level science and mathematics teachers
Author:Johnston, Scott
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Notes:biblio. refs.
Geographic terms:Zimbabwe
Southern Africa
Subjects:science education
teacher education
Abstract:To help improve the quality of A-level science and mathematics, the Department of Science and Mathematics Education at the University of Zimbabwe has instituted a Science Education In-Service Teacher Training (SEITT) project. This project is currently training 48 experienced science and mathematics teachers who are to facilitate workshops at newly established Science and Mathematics Centres to support other practising A-level science teachers in improving their teaching practice and grasp of subject matter. The present study describes the 'resource teachers' in terms of their professional qualifications, school location, years of teaching experience, and other background information. It also examines their conceptions of science teaching and learning at A level, and the role of examinations and syllabi. The study finds that while the teachers seem to be changing their way of thinking about teaching, their conceptions concerning the A-level examination and syllabus, and the sequential presentation of topics, are more resilient. Bibliogr., notes, sum.